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Great Graphs (1999/2000)

Printable view

Summary

Students will create a bar graph to demonstrate quantity.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

Students will create a bar graph to demonstrate quantity.

Major Subject Area Connections

  • Math

Minor/supporting Subject Area Connections

  • Art

Grades

  • Kindergarten
  • First grade

Class Time

Sessions: One
Session Length: 20-30 minutes
Total Length: 0-45 minutes

Groupings

  • Small groups

Terms and Concepts

  • Bar graph
  • Record
  • Data
  • Sort
  • Least
  • Most

Materials

  • Plastic bags
  • 10 copies of "Cool Quarters" coin sheet (page 16), laminated and cut
  • "Great Graphs" worksheet, one per student
  • Crayons

Preparations

  1. Make 10 copies of the "Cool Quarters" coin sheet (page 16). Laminate sheets and cut out coins. (A great idea for a parent volunteer!)
  2. Prepare 6 bags with a mixture of the 2000 quarters (Massachusetts, Maryland, South Carolina, New Hampshire, and Virginia).  NOTE: Do not put more than 10 of any type into each bag.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/246-251.pdf.

  1. Focus on the objective by saying: "Today we are going to make a bar graph."
  2. Ask the students to explain what a graph is.  Provide correct information, if necessary.
  3. Tell the students that they will be collecting their "data," or information, using the bags of "quarters."
  4. Distribute bags, along with the worksheet entitled "Great Graphs" (page 17).
  5. Have students sort their quarters into groups based on state symbols (all Massachusetts coins in one pile, all Maryland coins in another pile, and so on).
  6. After all the quarters have been sorted, have students begin with the Massachusetts group. Explain that they need to count how many are in the group and record the information by coloring in that many spaces on the graph.
  7. Continue this procedure using the Maryland, South Carolina, New Hampshire, and Virginia quarters.
  8. Assist students in using their graph to answer the three questions on the "Great Graphs" worksheet (page 17).

Enrichments/Extensions

  1. You can change the coins on the "Great Graphs" worksheet (page 17) by reducing the 1999 quarters (page 16) by 85% and gluing the 1999 quarters over the 2000 ones before making copies.
  2. Make a large classroom graph to record how many of each quarter the class can collect over a certain time period—1 week, 2 weeks, etc.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.

This lesson plan is not associated with any Common Core Standards.

Discipline: Mathematics
Domain: K-2 Data Analysis and Probability
Cluster: Develop and evaluate inferences and predictions that are based on data.
Grade(s): Grades K–2
Standards:

In K through grade 2 all students should

  • discuss events related to students' experiences as likely or unlikely.

Discipline: Mathematics
Domain: K-2 Data Analysis and Probability
Cluster: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Grade(s): Grades K–2
Standards:

In K through grade 2 all students should

  • pose questions and gather data about themselves and their surroundings;
  • sort and classify objects according to their attributes and organize data about the objects; and
  • represent data using concrete objects, pictures, and graphs.

Discipline: Mathematics
Domain: 3-5 Data Analysis and Probability
Cluster: Develop and evaluate inferences and predictions that are based on data.
Grade(s): Grades K–2
Standards:

In grades 3–5 all students should

  • propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions.

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